RPP Bhs Inggris Kelas Xi SMT 1 PDF
RPP Bhs Inggris Kelas Xi SMT 1 PDF
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KU RI KUL UM T ING K AT S AT U AN P E ND ID IK AN ( KT S P)
Bimbingan Teknis Peningkatan PBM Melalui MGMP Tingkat Satuan Pendidikan (Smandelta)
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SMA/MA .............................
Bahasa Inggris
XI / 1
2 x 45 menit ( 1x pertemuan )
Expressions of relief, pain, and pleasure
Standar Kompetensi
Mendengarkan
1.
Memahami makna dalam percakapan transaksional dan
interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan
sehari-hari.
Berbicara
3.
Mengungkapkan makna dalam teks percakapan transaksional dan
interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan
sehari-hari.
B.
Kompetensi Dasar
1.1
3.1
C.
D.
Materi Pokok
Gambits dan dialog yang memuat ungkapan menasehati, memperingatkan,
meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure
Expression of relief
Expression of pain
Please, leave me
o Good heavens
alone.
o Thanks God I am
I cant tell my pain in
alive
words
o Thanks for heaven It brought me a lot of
o I am relief that..
miseries
o God bless me
My heart is so
o God bless you
burdened
Im so sad to hear this
Im feeling bad at this
time being
Expression of pleasure
Its wonderful.
How marvelous
I am please with it /
that.
Its my pleasure.
It gives me pleasure.
Thats great.
That terrific.
I am happy with
I like it.
I love it.
Dialog 1
Andika : What a terrible journey it is!
Andina : Is there any problem with your journey my husband?
Andika : Yes, I took a flight from New York to come here. When I were in the
middle of the journey. My plane struck a turbulence . It shook hard and
3
Andina
went down a couple of feet. My head hit the front chair. Look! It is
wounded. I feel headache and all my body is in pain.
: Thanks God. You are still alive.
: Yes, thanks for the heaven. Fortunately, the pilots are the experienced
ones. They can handle the problems.
: Ok. Go to the bed and take a rest first.
Dialog 2
Karen
Sally
Karen
Sally
Karen
Andina
Andika
Dialog 3
Dea : Ouch!
Sally: Whats up, Dea?
Dea : I have a headache.
Sally: Poor you. I think you should take an aspirin.
Dea : Yes, you are right. But I dont have an aspirin. Can you buy me in the
drugstore?
Sally: All right. Wait a minute.
Dea : Thanks Sally.
Sally: You are welcome.
F.
Metode Pembelajaran/Teknik:
Total Physical Response
G.
Strategi Pembelajaran
Tatap Muka
Bertanya jawab
tokoh.
Membahas unsur dan
langkah retorika
Terstruktur
Dengan kelompok
Mandiri
Siswa melakukan
berbagai kegiatan
terkait dengan wacana
berbentuk naratif di luar
tugas tatap muka dan
terstruktur yang
diberikan guru.
Siswa mengumpulkan
setiap hasil kerja dalam
portofolio, dan
melaporkan hal-hal
yang sudah diperoleh
serta kesulitan yang
Mendengarkan cerita
(secara langsung atau
dengan media
elektronik).
Membacakan cerita
kepada kelompok
atau kelas (monolog).
Menceritakan kembali
cerita kepada
kegiatan terstruktur
dan mandiri.
dan/atau didengar
dengan kelompok
belajarnya
Membahas nilai-nilai
yang terkandung dalam
cerita, sikap dan perilaku
para tokoh.
Membahas unsur dan
langkah retorika dalam
teks naratif.
Membahas ciri-ciri
leksikogramatika.
Nonton film.
Mendengarkan cerita
(secara langsung atau
dengan media
elektronik).
Membacakan cerita
kepada kelompok
(monolog).
Menceritakan kembali
cerita kepada kelompok
(monolog).
Elaborasi
Dalam kegiatan elaborasi guru:
Konfirmasi
Dalam kegiatan konfirmasi guru:
H.
Siswa diminta membuat rangkuman dari materi mengenai ungkapanungkapan relief, pain, dan pleasure.
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah
dilaksanakan.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai
ungkapan-ungkapan relief, pain, dan pleasure.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
Sumber/Bahan/Alat
1. Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life XI
2. Transkrip percakapan atau rekaman percakapan/ kaset
3. Gambar yang relevan
I.
Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.
No.
Indikator
Teknik
Bentuk
Contoh
1.
Merespon dan
menggunakan
ungkapanungkapan relief,
pain, dan
pleasure
dengan tepat
Tes Tertulis
Melengkapi
dialog
Complete the
dialogue below
using the suitable
expression!
2.
Mempraktikkan
tindak tutur
menyatakan
perasaan relief,
pain, dan
pleasure
Tes Lisan
Membuat
dialog
Give your
responses orally
based on the
situations below!
Jika respon
Kriteria benar, ucapan
benar, intonasi
benar, dan
pengucapan
lancar.
Nilai
100
Jika respon
benar, ucapan
benar, intonasi
benar, dan
pengucapan
tidak lancar.
90
Jika respon
benar,
ucapan
benar,
intonasi
salah, dan
pengucapan
tidak lancar.
Jika respon
kurang tepat,
ucapan salah,
intonasi
salah, dan
pengucapan
tidak lancar.
80
70
Mengetahui
Kepala Sekolah
.,
Guru Mata Pelajaran
______________________
NIP.
__________________
NIP.
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SMA/MA .............................
Bahasa Inggris
XI / 1
4 x 45 menit ( 2x pertemuan )
Expressions of relief, pain, and pleasure
Standar Kompetensi
Mendengarkan
1.
Memahami makna teks fungsional pendek dan monolog berbentuk
reports, narrative, dan analytical exposition dalam konteks kehidupan
sehari-hari.
Berbicara
4.
Mengungkapkan makna dalam teks fungsional pendek dan monolog
yang berbentuk report, narrative dan analytical exposition dalam konteks
kehidupan sehari-hari.
B.
Kompetensi Dasar
2.2.
4.2.
C.
D.
Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
1. Merespon wacana monolog berbentuk narrative
2. Melakukan monolog berbentuk narrative
E.
Materi Pokok
1. Teks monolog berbentuk narrative
Tangkuban Perahu
Dayang Sumbi was exiled in the jungle, because she was unmarried
but pregnant. She gave a birth to a baby boy and named him Sang Kuriang.
And he became a young and hard working boy. He was a good hunter too.
One day he went hunting with his dog, Si Tumang. In the bush he
saw a pig, Wayungyang. He wanted to shoot Wayungyang but Si Tumang
hindered him. He was angry at it and killed it, and then took its heart home.
He cooked it and ate it with his mother. When he told that it was Si Tumang's
heart, she was very angry and hit Sang Kuriang 's head with a spoon. And
he ran away and left his mother to the east. He did not know himself and
forgot his name. He was about 16 years of age.
After a long time Sang Kuriang came back to the jungle where his
mother lived. She looked younger than her age, so Sang Kuriang fell in love
with her. "Will you marry me?" one day he asked her. But Dayang Sumbi
refused because she recognized that he was her son. He insisted to marry
her and Dayang Sumbi asked him two marriage settlements (requirements).
One, he had to dammed Citarum river, and two, had to make a boat in one
night.
Sang Kuriang almost finished his work but Dayang Sumbi cheated
him. He was angry and kicked the boat. The boat fell upside down on the
peak of mountain. It was known as mount Tangkuban Perahu, at the
northern of Bandung, West Java.
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Metode Pembelajaran/Teknik:
2 cycles 4 stages ( Building Knowledge of Field, Modeling of Text, Joint
Construction of Text, Independent Construction of Text)
G.
Strategi Pembelajaran
Tatap Muka
Bertanya jawab
tokoh.
Membahas unsur dan
langkah retorika
dalam teks naratif.
Membahas ciri-ciri
leksikogramatika.
Nonton film
Mendengarkan cerita
(secara langsung atau
dengan media
elektronik).
Membacakan cerita
kepada kelompok
atau kelas (monolog).
Menceritakan kembali
cerita kepada
Terstruktur
Dengan kelompok
Mandiri
Siswa melakukan
berbagai kegiatan
terkait dengan wacana
berbentuk naratif di luar
tugas tatap muka dan
terstruktur yang
diberikan guru.
Siswa mengumpulkan
setiap hasil kerja dalam
portofolio, dan
melaporkan hal-hal
yang sudah diperoleh
serta kesulitan yang
dihadapi secara rutin
kepada guru.
kegiatan terstruktur
dan mandiri.
kepada kelompok
(monolog).
Menceritakan kembali
cerita kepada kelompok
(monolog).
Sumber/Bahan/Alat
1. Buku teks : English texts in Use XI, Aneka Ilmu, 2006
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Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.
No.
Indikator
Teknik
Bentuk
Contoh
1.
Merespon
Tes Tulis
wacana monolog
narrative
Essay
berstruktur
Listen to the
monolog and fill
in the blank with
the correct
answer
2.
Melakukan
monolog
berbentuk
narrative
Presentasi
Lisan
Choose one of
the following
stories, then tell it
in front of the
class.
Unjuk Kerja
13
Answer key
1. lived
2. caught
3. begged
4. changed
5. secret
6. forgot
7. broke
8. forgive
9. cracked
10. became
2. Choose one of the following stories, then tell in front of the class!
1. Cinderella
2. The Beauty and the Beast
3. Snow White
III. Pedoman Penilaian
a. Untuk nomor 1, tiap jawaban benar diberi skor 5
b. Untuk nomor 2, mengikuti rubrik penilaian berikut ini:
No.
1.
2.
3.
Uraian
Skor
41 50
21 - 40
0 - 20
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Guru Mata Pelajaran
______________________
NIP.
__________________
NIP.
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SMA/MA .............................
Bahasa Inggris
XI / 1
4 x 45 menit ( 2x pertemuan )
Narrative Text The Black Cat
Standar Kompetensi
Membaca
1. Memahami makna teks fungsional pendek dan monolog berbentuk reports,
narrative, dan analytical exposition dalam konteks kehidupan seharihari.
Menulis
2. Mengungkapkan makna
dalam teks tulis fungsional pendek dan esei
sederhana report, narrative dan analytical exposition dalam konteks
kehidupan sehari-hari.
B.
Kompetensi Dasar
5.2.
6.2.
C.
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D.
Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi langkah-langkah retorika dalam wacana:
E.
Materi Pokok
Teks tertulis berbentuk narrative:
The Black Cat
I dont expect you to believe the story I am about to write. But in order to die
peacefully, I must tell my story.
My wife and I loved pets. One of my wifes favorite pets was Pluto, the cat.
Pluto was a very clever black cat.
One day I came home very drunk. I was in a very bad temper. For some
reasons, Pluto made me angry. In a rage I seized the cat, took a small knife out of
my pocket and cut its throat and took one of its eyes out ! Then I hanged the poor
creature until it was dead
The next morning, I wake up and remembered what I had done and I felt sorry
very much. I buried my memory in the drink.
One night my house was burning. There was nothing left, but a strange thing
happened. I found out in my bedroom wall the shape of a huge cat with one eye and
a rope around its neck. I was terrified and could not forget such a horrible sight.
I regretted and felt sorry for Pluto so I bought another cat to take Plutos place.
This cat had a white patch on its chest.
I soon began to dislike the cat because it often stared at me with a strange
and hatred look. It terrified me very much.
One day my wife and I went to the cellar. I was getting drunk at that time. The
cat followed us. It got between my feet and nearly made me trip down the stairs. I
was carrying an axe in my hand. I was so angry that I raised my axe wanting to kill
the poor animal when my wife prevented me from doing so. My rage soon directed
the axe at her. She fell dead at my feet.
Then I dug a grave to hide her body inside the cellar wall. I looked for the cat
because I decided to kill it too, but I couldnt find it anywhere.
The fourth day after the death of my wife, the police came to my house because
of my neighbours suspicion. The police searched the house and found nothing. I was
16
so glad that I said, Gentlemen, this is a well-built house. Look at this wall. I lifted a
stick and beat the wall in which I had buried my wife.
F.
Metode Pembelajaran/Teknik:
2 cycles 4 stages ( Building Knowledge of Field, Modeling of Text, Joint
Construction of Text, Independent Construction of Text)
G.
Strategi Pembelajaran
Tatap Muka
Bertanya jawab
tokoh.
Membahas unsur dan
langkah retorika
dalam teks naratif.
Membahas ciri-ciri
leksikogramatika.
Nonton film
Mendengarkan cerita
(secara langsung atau
dengan media
elektronik).
Membacakan cerita
kepada kelompok
atau kelas (monolog).
Menceritakan kembali
cerita kepada
kegiatan terstruktur
dan mandiri.
Terstruktur
Dengan kelompok
Mandiri
Siswa melakukan
berbagai kegiatan
terkait dengan wacana
berbentuk naratif di luar
tugas tatap muka dan
terstruktur yang
diberikan guru.
Siswa mengumpulkan
setiap hasil kerja dalam
portofolio, dan
melaporkan hal-hal
yang sudah diperoleh
serta kesulitan yang
dihadapi secara rutin
kepada guru.
Menceritakan kembali
cerita kepada kelompok
(monolog).
Sumber/Bahan/Alat
18
Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.
No.
Indikator
Teknik
Bentuk
Contoh
1.
Memahami teks
narrative
Tes Tulis
Essay
berstruktur
2.
Membuat teks
sederhana
berbentuk
narrative
Unjuk Kerja
Menulis
Choose one of
the following
topics, then
compose a
narrative text
based on the
topic
him, but an eruption happened and Kusuma fell into the crater. There was
silence before they heard a voice. I have to be sacrificed so that you will all
stay alive. From now on, you should arrange an annual offering ceremony on
the 14th of Kesodo (the twelfth month of Tengerese calendar). It was
Kusumas voice. Kusumas brothers and sisters held the offering ceremony
every year. Instead of human being, they collected fruits, vegetables, rice, and
meat to be offered to the Gods. And this has been done generation after
generation until today.
Questions:
1. What is the title of the story above?
Answer:
2. How many characters in the story above? Mention them!
Answer:
3. Who was Roro Anteng?
Answer:
4. How could Roro Anteng and Joko Seger name the place where they
lived Tengger?
Answer:
5. Why were Roro Anteng and Joko Seger sad?
Answer:
6. What was the requirement for Roro Anteng and Joko Seger to have a
child?
Answer:
7. How many children did Roro Anteng and Joko Seger have?
Answer:
8. What happened to Kusuma?
Answer:
9. When do the Tenggerese hold the annual offering ceremony?
Answer:
10. What do the Tenggerese offer to the Gods instead of human being?
Answer:
2. Choose one of the following stories, then write a narrative text using the topic!
Nyi Roro Kidul
Roro Jonggrang
Situ Bagendit
Kuntilanak
III. Pedoman Penilaian
a. Untuk nomor 1, tiap jawaban benar diberi skor 5
b. Untuk nomor 2, mengikuti rubrik penilaian berikut ini:
20
No.
1.
2.
3.
Uraian
Skor
41 50
21 - 40
0 - 20
Mengetahui
Kepala Sekolah
.,
Guru Mata Pelajaran
______________________
NIP.
__________________
NIP.
21
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SMA/MA .............................
Bahasa Inggris
XI / 1
4 x 45 menit ( 2x pertemuan )
Teks Percakapan Transaksional dan Interpersonal
Standar Kompetensi
Mendengarkan
1.
Memahami makna dalam percakapan transaksional dan interpersonal
resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
Berbicara
3.
Mengungkapkan makna dalam teks percakapan transaksional dan
interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan
sehari-hari
B.
Kompetensi Dasar
1.1
C.
Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara
akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan
dalam konteks
kehidupan sehari-hari dan melibatkan tindak tutur:
menasehati dan memberi saran.
Mengungkapkan makna dalam percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained)
dengan menggunakan ragam bahasa lisan secara akurat, lancar dan
berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak
tutur: menasehati dan memberi saran.
22
D.
Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Menggunakan dan merespon tindak tutur menasehati dan memberi saran
Mengidentifikasi kata yang didengar
Mengidentifikasi hubungan antar pembicara
Mengidentifikasi makna tindak tutur menasehati
Merespon tindak tutur menasehati
Mengidentifikasi konteks situasi
E.
Materi Pokok
Gambits dan dialog yang memuat ungkapan menasehati dan memberi saran
Asking for advice
Do you think I ought to call the police?
What do you think I should buy him for his birthday?
Do you have any ideas about how I can sell my car?
If you were me, what would you tell her?
Do you have any advice for me?
Offering advice
I think you'd better start looking for a new job.
If I were you, I'd stop writing her.
It would probably be a good idea to send this mail by express mail.
I advice you to talk with your lawyer.
F.
Metode Pembelajaran/Teknik:
2 cycles 4 stages ( Building Knowledge of Field, Modeling of Text, Joint
Construction of Text, Independent Construction of Text)
G.
Strategi Pembelajaran
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Tatap Muka
Bertanya jawab
tokoh.
Membahas unsur dan
langkah retorika
dalam teks naratif.
Membahas ciri-ciri
leksikogramatika.
Nonton film
Mendengarkan cerita
(secara langsung atau
dengan media
elektronik).
Membacakan cerita
kepada kelompok
atau kelas (monolog).
Menceritakan kembali
cerita kepada
kegiatan terstruktur
dan mandiri.
Terstruktur
Dengan kelompok
Mandiri
Siswa melakukan
berbagai kegiatan
terkait dengan wacana
berbentuk naratif di luar
tugas tatap muka dan
terstruktur yang
diberikan guru.
Siswa mengumpulkan
setiap hasil kerja dalam
portofolio, dan
melaporkan hal-hal
yang sudah diperoleh
serta kesulitan yang
dihadapi secara rutin
kepada guru.
Activity 1
Listen to your teacher.
What do you think the expressions are used for?
You look bored.
Why don't you go out
and get some fresh air?
It sounds like
a good suggestion
2. Modeling of Text
Mendengarkan percakapan tentang menasehati dan memberi saran dari kaset
/guru
Menjawab pertanyaan yang berkaitan dengan dialog
Merespon ungkapan ungkapan menyampaikan menasehati dan memberi
saran
Menggunakan tindak tutur yang dipelajari.
Activity 2
Study and practice the following ialogue with a partner. Then, answer the
questions.
Ben
: You look a bit worried Claire. Whats the matter?
Claire : I cant wake up early in the mornings.
Ben
: Oh dear! That is a problem. But dont you have an alarm clock?
Claire : Yes, of course. But I never seem to hear that.
Ben
: Well, why dont you buy an electric one? They go on ringing until you switch
them off.
Claire : Mmm, I doubt if that would do any good. I'd just switch it off and go
back to sleep.
25
Ben
Claire
Ben
:
:
Well, perhaps you could ask the telephone operator to give you an early
morning call, it's not that expensive.
Yes, that sounds a good idea. Thanks a lot.
Not at all. I hope it works.
Questions
1. Who are in the dialogue above?
2. What are they talking about?
3. What problem does Claire have?
4. What is Ben's suggestion giving to Claire?
Activity 3
Fill in the following dialogue with the expression in the box.
a. May be you can take here there
b. Why don't you take her to the movie?
c. You'd better go to the ticket box to get the tickets before
they're sold out.
d. 1 don't know what to do.
e. 1 thought Dita might like to go to concert.
Ivan is planning to make a surprise party for her sister, Dita. But he doesn't know
what to do, so he asks his mother about it.
Ivan
:
Mother :
Ivan
:
Mother :
Ivan
:
Mother :
Ivan
:
Mother :
Ivan
:
Pertemuan 2
1. Joint Construction of Text
Menanyakan kesulitan siswa selama PBM
Menyimpulkan materi pembelajaran
26
B.
I think you ought to go and buy some more.
If I were you I'd ring up and apologize.
I'd advice you to go on a diet.
I think you'd better hurry up, then.
I suggest you report it to the police immediately.
Why don't you ask her out, then?
I think you should go back and get it.
2. Independent Construction of Text
Siswa menulis sebuah teks narasi yang berhubungan dengan mitos (myth)
1. Membuat dialog dengan menggunakan ekspresi yang telah dipelajari secara
mandiri (tanpa bantuan guru).
2. Menugaskan siswa menggunakan ungkapan ungkapan yang dipelajari
dalam situasi yang sesungguhnya.
Activity 5
RADIO PHONE-IN
Work in groups of up to six
One person is the expert on the radio who answers all problems.
The other people are members of the public who phone in for advice:
1. A person who has run up a huge gambling debt.
2. A hard working person who feels life is not exciting enough.
3. A parent whose family live in a small flat and are thinking of getting a Great
Dane
4. A student who is feeling worried about his/her examinations.
5. A school leaver who is having difficulty finding a job.
27
H.
Sumber/Bahan/Alat
1.
2.
3.
4.
I.
Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.
No.
Indikator
Teknik
Bentuk
Contoh
1.
Merespon tindak
tutur menasehati
dan memberi
saran
Tes Tulis
Essay
berstruktur
2.
Mengungkapkan
tindak tutur
menasehati dan
memberi saran
Tes Lisan
Membuat
dialog
Study and
practice the
following ialogue
with a partner.
Then, answer the
questions.
3.
Mempraktekkan
tindak tutur
menasehati dan
memberi saran
Unjuk Kerja
Presentasi
Lisan
Choose one of
the following
stories, then tell it
in front of the
class.
28
Mother
Andrea
:
:
Mother
Andrea
Mother
:
:
Task 2
Answer the questions according to the dialogue above!
1. What is the dialogue talking about?
2. What is the relationship between the speaker?
3. Where will Andrea go next December?
4. What does her mother think about it?
5. Does her mother feel worry about it?
6. What advice does she give to Andrea?
7. How does she warn about the rainy season?
8. Does she give her permission?
9. How does she express it?
10. Mention the other expressions to give advice and warn!
1.
2.
3.
4.
Task 3
What will you say to give advice to the following situations!
Your friend cant wake up early.
Answer:
Your friend always forgetting the thing he should do.
Answer:
Your friend will go camping in rainy season.
Answer:
Your brother is driving on crowded road.
Answer:
Jika respon
benar,
ucapan
benar,
intonasi
benar, dan
pengucapan
tidak lancar.
29
Jika respon
benar,
ucapan
benar,
intonasi
salah, dan
pengucapan
tidak lancar.
Jika respon
kurang
tepat,
ucapan
salah,
intonasi
salah, dan
pengucapan
tidak lancar.
Nilai
100
90
80
70
Task 2
Setiap nomor score max 10
Jumlah score max : 100
Task 3
Setiap nomor score max 20
Jumlah score max : 100
Mengetahui
Kepala Sekolah
.,
Guru Mata Pelajaran
______________________
NIP.
__________________
NIP.
30
:
:
:
:
:
:
SMA/MA .............................
Bahasa Inggris
XI / 1
4 x 45 menit ( 2x pertemuan )
Teks Fungsional Pendek
Standar Kompetensi
Mendengarkan
2.
Memahami makna teks fungsional pendek dan monolog berbentuk
reports, narrative, dan analytical exposition dalam konteks kehidupan
sehari-hari.
Berbicara
4.
Mengungkapkan makna dalam teks fungsional pendek dan monolog
yang berbentuk report, narrative dan analytical exposition dalam konteks
kehidupan sehari-hari
B.
Kompetensi Dasar
2.1.
4.1
C.
D.
Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
1. Mengidentifikasi makna dalam teks fungsional pendek berbentuk poster
2. Mengidentifikasi informasi yang terdapat dalam teks fungsional pendek
berbentuk poster.
3. Menyampaikan isi dari sebuah teks fungsional pendek berbentuk poster secara
lisan.
E.
Materi Pokok
a.
b.
c.
d.
e.
f.
g.
Poster
32
F.
Metode Pembelajaran/Teknik:
Three phase technique
Pre listening
Whilst listening
Post Listening
G.
Strategi Pembelajaran
Tatap Muka
Bertanya jawab
tokoh.
Membahas unsur dan
langkah retorika
dalam teks naratif.
Membahas ciri-ciri
leksikogramatika.
Nonton film
Mendengarkan cerita
(secara langsung atau
dengan media
elektronik).
Membacakan cerita
kepada kelompok
atau kelas (monolog).
Terstruktur
Dengan kelompok
Mandiri
Siswa melakukan
berbagai kegiatan
terkait dengan wacana
berbentuk naratif di luar
tugas tatap muka dan
terstruktur yang
diberikan guru.
Siswa mengumpulkan
setiap hasil kerja dalam
portofolio, dan
melaporkan hal-hal
yang sudah diperoleh
serta kesulitan yang
dihadapi secara rutin
kepada guru.
Elaborasi
Dalam kegiatan elaborasi guru:
Konfirmasi
Dalam kegiatan konfirmasi guru:
H.
Sumber/Bahan/Alat
397
I.
Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life
XI
Transkrip percakapan atau rekaman percakapan/ kaset
Gambar yang relevan
Script monolog berbentuk banner, poster atau pamplet
Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.
No.
Indikator
Teknik
Bentuk
Contoh
1.
Merespon isi
teks fungsional
pendek dengan
benar
Tes Tertulis
Essay
2.
Membaca
nyaring teks
fungsional
pendek secara
berterima
Unjuk Kerja
Presentasi
Lisan
398
Task 2
Look at the pictures!
Task 3
Answer the questions below!
1. What pictures are they?
Answer: .....................................................................................................................
2. Where can you find the pictures?
Answer: .....................................................................................................................
3. Do you think that the pictures are funny?
Answer: .....................................................................................................................
4. Can the content of these pictures motivate you?
Answer: .....................................................................................................................
399
Uraian
Skor
41 50
21 - 40
0 - 20
Mengetahui
Kepala Sekolah
.,
Guru Mata Pelajaran
______________________
NIP.
__________________
NIP.
400
:
:
:
:
:
:
SMA/MA .............................
Bahasa Inggris
XI / 1
8 x 45 menit ( 4x pertemuan )
Monolog (Report)
Standar Kompetensi
Mendengarkan
2.
Memahami makna teks fungsional pendek dan monolog berbentuk
reports, narrative, dan analytical exposition dalam konteks kehidupan
sehari-hari.
Berbicara
4.
Mengungkapkan makna dalam teks fungsional pendek dan monolog
yang berbentuk report, narrative dan analytical exposition dalam
konteks kehidupan sehari-hari
B.
Kompetensi Dasar
2.2.
4.1
C.
401
D.
E.
Materi Pokok
a. Teks monolog berbentuk report
b. Kosa kata terkait tema/Jenis teks.
Misalnya : Live, structures scatter
c. Tenses
Misalnya : Present tense. They have large heavy bodies
d. The use of relating verbs
Misalnya : - their skins are very thick.
F.
Metode Pembelajaran/Teknik:
Three phase technique
Pre listening
Whilst listening
Post Listening
G.
Strategi Pembelajaran
Tatap Muka
Bertanya jawab
tokoh.
Membahas unsur dan
langkah retorika
dalam teks naratif.
Terstruktur
Dengan kelompok
Mandiri
Siswa melakukan
berbagai kegiatan
terkait dengan wacana
berbentuk naratif di luar
tugas tatap muka dan
terstruktur yang
diberikan guru.
Siswa mengumpulkan
setiap hasil kerja dalam
portofolio, dan
melaporkan hal-hal
yang sudah diperoleh
serta kesulitan yang
dihadapi secara rutin
Membahas ciri-ciri
leksikogramatika.
Nonton film
Mendengarkan cerita
(secara langsung atau
dengan media
elektronik).
Membacakan cerita
kepada kelompok
atau kelas (monolog).
Menceritakan kembali
cerita kepada
kegiatan terstruktur
dan mandiri.
dengan kelompok
belajarnya
Membahas nilai-nilai
yang terkandung dalam
cerita, sikap dan perilaku
para tokoh.
Membahas unsur dan
langkah retorika dalam
teks naratif.
Membahas ciri-ciri
leksikogramatika.
Nonton film.
Mendengarkan cerita
(secara langsung atau
dengan media
elektronik).
Membacakan cerita
kepada kelompok
(monolog).
Menceritakan kembali
cerita kepada kelompok
(monolog).
kepada guru.
Elaborasi
Dalam kegiatan elaborasi guru:
Konfirmasi
Dalam kegiatan konfirmasi guru:
H.
Sumber/Bahan/Alat
I.
Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life
XI
Transkrip percakapan atau rekaman percakapan/ kaset
Gambar yang relevan
Script monolog berbentuk banner, poster atau pamplet
Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.
404
No.
Indikator
Teknik
Bentuk
Contoh
1.
Merespon
Tes Tulis
wacana monolog
report
Pilihan Ganda
Listen to the
monolog and
choose the best
answer
2.
Melakukan
monolog
berbentuk
report
Presentasi
Lisan
Describe the
general facts of
the following
animal.
Unjuk Kerja
405
Like all bears, the black bear is timid, clumsy and rarely dangerous, but if
attacked, most can climb trees and cover ground at great speeds. When angry or
frightened, it is a formidable enemy.
Activity 2
Find and object about animals, plants, or others. It must be a representative of
their class. Make a report about it.
III. Pedoman Penilaian
a. Untuk nomor 1, tiap jawaban benar diberi skor 5
b. Untuk nomor 2, mengikuti rubrik penilaian berikut ini:
No.
1.
2.
3.
Uraian
Skor
81 100
61 - 80
0 - 60
Mengetahui
Kepala Sekolah
.,
Guru Mata Pelajaran
______________________
NIP.
__________________
NIP.
407
:
:
:
:
:
:
SMA/MA .............................
Bahasa Inggris
XI / 1
8 x 45 menit ( 4x pertemuan )
Esei berbentuk Report
Standar Kompetensi
Membaca
5.
Memahami makna teks fungsional pendek dan esei berbentuk report,
narrative dan analytical exposition dalam konteks kehidupan sehari-hari
dan untuk mengakses ilmu pengetahuan.
Menulis
6.
Mengungkapkan makna dalam teks esei berbentuk report, narrative,
dan analytical exposition dalam konteks kehidupan sehari-hari.
B.
Kompetensi Dasar
5.2.
6.2.
C.
408
D.
E.
Materi Pokok
Report
Social Function:
To describe the way things are, with reference to a range of natural, man-made and
social phenomena in our environment
Generic (Schematic) Structure:
1. General Classification: tells what the phenomenon under discussion is
2. Description
: tells what the phenomenon under discussion is like in terms of
parts (and their function)
qualities
habits/behaviour or uses if non-natural
Significant Lexicogrammatical Features:
Focus on Generic Participants (group of things)
Use of simple present tense
No temporal sequence
Use of Relational Processes to state what is and that which it is
Use of linking verbs and behavioural verb
Use of technical term
F.
Metode Pembelajaran/Teknik:
Three phase technique
Pre listening
Whilst listening
Post Listening
409
G.
Strategi Pembelajaran
Tatap Muka
Bertanya jawab
tokoh.
Membahas unsur dan
langkah retorika
dalam teks naratif.
Membahas ciri-ciri
leksikogramatika.
Nonton film
Mendengarkan cerita
(secara langsung atau
dengan media
elektronik).
Membacakan cerita
kepada kelompok
atau kelas (monolog).
Menceritakan kembali
cerita kepada
kegiatan terstruktur
dan mandiri.
Terstruktur
Dengan kelompok
410
Mandiri
Siswa melakukan
berbagai kegiatan
terkait dengan wacana
berbentuk naratif di luar
tugas tatap muka dan
terstruktur yang
diberikan guru.
Siswa mengumpulkan
setiap hasil kerja dalam
portofolio, dan
melaporkan hal-hal
yang sudah diperoleh
serta kesulitan yang
dihadapi secara rutin
kepada guru.
Elaborasi
Dalam kegiatan elaborasi guru:
Konfirmasi
Dalam kegiatan konfirmasi guru:
411
H.
Sumber/Bahan/Alat
I.
Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life
XI
Transkrip percakapan atau rekaman percakapan/ kaset
Gambar yang relevan
Script monolog berbentuk banner, poster atau pamplet
Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.
No.
Indikator
Teknik
Bentuk
Contoh
1.
Merespon
Tes Tulis
wacana monolog
report
Pilihan Ganda
Listen to the
monolog and
choose the best
answer
2.
Presentasi
Lisan
Describe the
general facts of
the following
animal.
long) but one kind can be as much as 60 cm (two feet). It lives in the Sao Francisco
river from Eastern Brazil. It is one of the most dangerous fish.
The most noticeable thing about Piranha fish is the large mouth. The mouth has a
lot of triangular teeth with sharp point. The points pierce the skin of the prey. The
razor sharp edges of the teeth chop out pieces of flesh. The teeth of the upper and
lower jaws fit together like scissors. The muscles moving the jaws are big and very
powerful.
On the back of the Piranha fish there is a ridge called a keel. There is another
keel running along it belly. The tail is slender and muscular. Its tail fins are broad. All
these features held the piranha to swim fast through the water. The piranha fish cat a
large South American rat-like animal, called a Capy-bara, weighing 50 kilos (100
ponds) to a skeleton in less than 60 seconds.
1. What is the social function of the text above?
a. To explain.
b. To retell events
c. To persuade the readers
d. To amuse the readers
e. To describe
2. What are schools in the text mean.....
a. Piranha fish are the fiercest animals in the world
b. Piranhas will attack and eat each other
c.
The piranha fish eat Capybara
d. Piranha fish has a large mouth
e. Piranhas fish hunt in groups
3. These are the characteristics of piranha, except ....
a. They live in the fresh water rivers.
b. They usually eat other fish smaller than themselves
c. Piranhas have large head and short thick bodies.
d. Piranha fish has large mouth with of triangular teeth with sharp point.
e. The muscles moving the jaws are small and very weak
4. The razor sharp edges of the teeth chop out pieces of flesh.
The synonym of the underlined word is ....
a. give up
d.
cut
b. throw away e. bend
c. run out
5. Why can piranha swim fast through the water.
a. its tail fins are not broad
b. Piranha fish has a ridge
c. there is another keel running along its belly
d. they live in the fresh water rivers of South America
e. the tail is slender and muscular
Text 2.
This text is for questions 6 to 10.
413
The sense of taste is one of a persons five senses. We taste with the help of
taste-buds in the tongue.
There are four main kinds of taste: sweet, sour, salty and bitter. All other tasles
are just mixtures of two or more of these main type.
The surface of the tongue has more than fifteen thousand taste-buds (or cells).
These are connected to the brain by special nerves which send the so-called taste
messages.
When the tongue comes into contact with food of asny kind, the taste-buds will
pick up the taste. The nerves then send a message to the brain. This will make as
aware of the taste. All this happens in just a few seconds.
There are four kinds of tastebuds, each of which is sensitive to only a particular
taste.
These four groups are located in different parts of the tongue.
The taste-buds for salty and sweet tastes are found round the tip of the tongue
and along its side. Sour taste can be picked up only at the sides of the tongue. The
taste-buds for bitter taste are found at the inner-most edge of the tongue. There are
taste-buds at the centre of the tongue.
The senses of smell and sight can affect taste. The good smell of food increases
its taste. Similarly, attractive colours can make food appear taster and more
delicious. If food does not smell good or is dull-coloured, it will look tasty and may not
taste good at all.
Very hot or cold sensations can make the taste-buds insensitive. Food that is too
hot or cold, when placed in the mouth, will have no taste at all.
6. We can taste any kind of food because of....
a. the good smell of food
b. the four main kinds of taste
c. the taste-buds in the tongue
d. the senses of smell and sight
e. the taste-buds round the tip of the tongue
7. When we eat very hot or cold food, ....
a. the food will lose its taste
b. the food wont smell good
c. the taste of the food increases
d. the taste-buds will be sensitive
e. the taste buds will be very response
8. The sense of smell and sight....
a. increase the taste of the food.
b. affect the taste of the food
c. make food more delicious
d. make the food look good
e. make the food attractive
9. The purpose of the text is ....
a. to explain how we can taste any food in the mouth.
b. to give a report about the sense of taste
c. to inform how important the tongue is
414
Skor
0 - 20
0 - 20
0 - 10
0 - 20
0 - 15
0 - 15
100
Mengetahui
Kepala Sekolah
.,
Guru Mata Pelajaran
______________________
NIP.
__________________
NIP.
415